Graphics
Senior Syllabus 2013
ISBN:
Print version:
978-1-921802-32-4
Electronic version: 978-1-921802-31-7
Graphics Senior Syllabus 2013
© The State of Queensland (Queensland Studies Authority) 2013
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill QLD 4004 Australia
Phone: (07) 3864 0299
Fax:
(07) 3221 2553
Email: [email protected]
Website: www.qsa.qld.edu.au
Contents
1
Rationale ................................................................................. 1
2
Dimensions and objectives ................................................... 2
2.1 Dimension 1: Knowledge and understanding ............................................. 2
2.2 Dimension 2: Analysis and application....................................................... 2
2.3 Dimension 3: Synthesis and evaluation ..................................................... 3
3
Course organisation .............................................................. 4
3.1
3.2
3.3
3.4
3.5
Course overview ........................................................................................ 4
Core subject matter.................................................................................... 4
Design areas ............................................................................................ 10
Units of work ............................................................................................ 11
Advice, guidelines and resources ............................................................ 12
4
Assessment .......................................................................... 14
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
Principles of exit assessment ................................................................... 14
Planning an assessment program............................................................ 16
Special provisions .................................................................................... 17
Authentication of student work ................................................................. 17
Assessment techniques ........................................................................... 17
Verification folio requirements .................................................................. 22
Exit standards .......................................................................................... 22
Determining exit levels of achievement.................................................... 23
5
Glossary ................................................................................ 26
6
Appendixes ........................................................................... 30
6.1 Appendix 1: Range of common graphical representations....................... 30
6.2 Appendix 2: Software systems ................................................................. 32
1 Rationale
Graphics engages students in solving design problems and presenting their ideas and solutions
as graphical products. Students explore design problems through the lens of a design process
where they identify and explore a need or opportunity of a target audience; research, generate
and develop ideas; produce and evaluate solutions. Students communicate solutions in the form
of graphical representations using industry conventions where applicable.
Graphics develops students’ understanding of design factors and design processes in graphical
contexts. Design problems provide settings for units of work where students create graphical
representations of design solutions for a range of audiences, including corporate and end-user
clients. These design settings are based in the real-world design areas of industrial design,
graphic design and built environment design (architecture, landscape architecture and interior
design).
In the development of solutions to design problems, students sketch and draw freehand, develop
spatial cognition and visualisation, produce technical graphical representations in both twodimensional and three-dimensional formats and use existing and emerging technologies to
present solutions graphically. Students will interpret, generate and create visual communications
for particular purposes and audiences. Students plan and produce graphical representations in
simulated real-world contexts. They make judgments and justify decisions.
Graphics contributes to the development of technological literacy and develops the
communication, analytical and problem-solving skills required for a large number of educational
and vocational aspirations, including the fields of graphic design, industrial design, built
environment design (architecture, landscape architecture and interior design), engineering, urban
and regional planning, surveying and spatial sciences, and building paraprofessionals.
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2 Dimensions and objectives
The dimensions are the salient properties or characteristics of distinctive learning for this subject.
The dimensions are described through their objectives and it is these that schools are required to
teach and that students have the opportunity to learn. The objectives describe what students
should know and be able to do by the end of the course of study.
Progress in a particular dimension may depend on the qualities and skills developed in other
dimensions. Learning through each of the dimensions must increase in complexity to allow for
greater independence of the learner over a four-semester course of study.
Schools must assess how well students have achieved the objectives. The standards have
a direct relationship with the objectives, and are described in the same dimensions as the
objectives.
The dimensions for a course of study in this subject are:
• Dimension 1: Knowledge and understanding
• Dimension 2: Analysis and application
• Dimension 3: Synthesis and evaluation.
2.1
Dimension 1: Knowledge and understanding
The dimension Knowledge and understanding encompasses the range of knowledge and
understandings required to respond to design problems.
2.1.1 Objectives
By the conclusion of the course of study, students should:
• explain design problems using design factors
• identify and describe design criteria
• comprehend graphical principles, procedures and conventions.
When students explain, they use the design factors and provide examples to clarify the meaning
of the design problem.
When students identify and describe, they outline, state or provide details about the design
criteria that will be used to judge the quality of the design solutions and graphical representations.
When students comprehend, they demonstrate an understanding of the principles and
procedures of 2-D and 3-D graphical communications and conventions. These conventions are
specific to the design problem and the design area.
2.2
Dimension 2: Analysis and application
The dimension Analysis and application encompasses selecting, analysing and interpreting
information about design problems.
2.2.1 Objectives
By the conclusion of the course of study, students should:
• apply design factors to develop ideas
• analyse and interpret graphical and design information
• use graphical skills to produce graphical products for particular audiences.
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When students apply design factors, they consider how these will influence and develop design
ideas and graphical solutions.
When students analyse, they dissect data, examine aspects of graphical and design information
in design areas and establish the connections between these. When students interpret they
generate and refine ideas to understand what the design problem requires them to do.
When students use graphical skills, they consider and demonstrate manual and computerised
skills to refine and produce graphical products that communicate ideas and solutions to design
problems for a particular audience.
2.3
Dimension 3: Synthesis and evaluation
The dimension Synthesis and evaluation encompasses the synthesis of ideas and making and
justifying decisions. It encompasses the recommendations made throughout the design process
and justification of the final solution. It includes evaluating and making judgments about the
quality of the graphical representations against design criteria.
2.3.1 Objectives
By the conclusion of the course of study, students should:
• synthesise ideas to develop graphical solutions
• evaluate solutions and graphical representations
• propose recommendations and justify decisions.
When students synthesise ideas, they combine ideas, make design decisions and decide upon
graphical solutions for the design problem.
When students evaluate design and graphical information, they judge the quality of graphical
products and representations, including design ideas and solutions using design criteria.
When students propose recommendations, they suggest ways in which outcomes may be
improved. When students justify decisions, they provide support as to why a decision was made
and how that decision best solves the design problem.
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3 Course organisation
3.1
Course overview
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over four semesters (220 hours).
Graphics is designed to enable schools to develop a course with a diverse range of teaching and
learning experiences through the dimensions Knowledge and understanding, Analysis and
application and Synthesis and evaluation.
Across the four-semester course of study there should be:
• four to eight units of work that:
- use core subject matter arising from
 design processes
 design factors
 graphical representations
- are based in design areas
• an emphasis on student use of electronic media appropriate to the chosen design area/s.
In each year of a course of study there should be:
• at least two design areas
• two to four units of work
• at least one unit that uses Computer Aided Design and Drafting (CADD) software in the
production of the graphical representations for the solution to a design problem.
3.2
Core subject matter
The core subject matter in Graphics is a design process, design factors, and a range of graphical
representations. All core subject matter is included in Year 11 and then revisited and further
developed in Year 12. Emphasis is on depth rather than breadth. Subject matter is developed
within design areas (see Section 3.3). It is not expected that all subject matter will be covered in
each unit.
3.2.1
A design process
In solving design problems graphically students use a design process. It is iterative, emphasising
the recursive and reflective nature of design. As a minimum, students should understand and use
this design process when solving design problems.
Students should be made aware that more than one design process exists and that similarities
exist in all design processes. Various design processes are accepted practice in different
contexts and industries.
For students to develop knowledge and understanding of a design process it is critical that
teachers provide teaching and learning opportunities that enable students to work with subsets of
a design process as well as the complete design process when developing graphical solutions.
The dimensions and objectives are evidenced as students engage in the process, where they
understand and define the design problem (Exploring design problems), develop and refine ideas
(Developing ideas), produce graphical products and evaluate solutions (Producing graphical
products). Students communicate ideas, information and solutions through annotated graphical
representations.
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Figure 1: Graphics design process
As students experience the stages of a design process they engage in a range of cognitive,
communication, creative, research and technical skills. Possible aspects of each stage are
outlined below.
Exploring design problems may involve:
• describing the needs and opportunities of individual or community users within the selected
design area
• evaluating how well existing products and graphical representations meet needs, and
identifying possible improvements
• explaining the design problem
• investigating design factors by accessing information from primary sources (e.g. interviews
with users, surveys) and secondary sources (e.g. books, existing graphical products, other
designers) to understand the nature of the design problem
• analysing the graphical conventions for the design area and the design problem
• analysing graphical representations that could be used for the design area and the design
problem
• developing a design brief from the design problem
• establishing criteria based on the design factors to evaluate the quality of ideas, solutions and
graphical products.
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Developing ideas may involve:
• generating and representing ideas (e.g. annotated sketches and drawings)
• evaluating ideas in relation to the design criteria
• collecting data and information through research and testing to progress and evaluate ideas
and inform the selection of a solution
• selecting and refining a solution to satisfy design criteria and justify decisions
• evaluating the proposed solution.
Producing graphical products may involve:
• producing sketches and drawings for a particular audience and purpose
• managing the production of the graphical representations
• evaluating the proposed graphical representations against the design criteria
• making and justifying decisions to modify the graphical representations
• evaluating and describing how the final solution and graphical products meet the design criteria
• making and justifying recommendations for improvements to design processes and graphical
products.
3.2.2 Design factors
The design factors are part of core knowledge for this subject. They are used to frame and
explore design problems, to inform solutions, and as criteria against which the effectiveness of
graphical solutions can be judged.
The design factors are based on the concept of user-centred design, which identifies human
needs, opportunities or problems with a view to improving wellbeing and the quality of life for endusers.
Teachers are required to explicitly teach and model how the design factors are used in the design
process. The design factors should be used by students to define the parameters for investigation
of solutions for design problems.
All of the design factors do not have to be covered in each design problem. Some design factors
may be stipulated by the design problem, have varying impact on solutions and may not be
evident in the graphical representations produced. The relevance and emphasis of each design
factor will vary according to the design problem.
Development in the depth of understanding of the design factors should occur over the course of
study. Students must be able to make decisions about design factors when solving design
problems.
Students will also increasingly learn to manage the design process as they experience more
open-ended design problems or if they identify design problems of their own.
The design factors:
• include the range of aspects that influence design and the choice and creation of graphical
products
• will be interconnected with the emphasis and importance of each dependent on the design problem
• are used to establish the criteria upon which the graphical representations and design
solutions will be judged.
The key ideas illustrate the scope of the design factors while the suggested subject matter shows
the breadth of knowledge within the key idea.
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Key ideas are listed for each design factor. All key ideas should be introduced in Year 11 and be
evident in the course of study before verification in Year 12. Over the course of study there
should be an increase in complexity of knowledge and understanding of the key ideas.
The design factors, key ideas and suggested subject matter with guiding questions are outlined in
the following table.
Table 1: Design factors, key ideas, subject matter and guiding questions
Design factors
Key ideas
Subject matter and guiding questions
User-centred
design
When solving design
problems, the purpose is
to identify the human
needs or capitalise on an
opportunity with a view to
developing a solution that
functions and satisfies the
user.
What is the design problem asking me to do?
• what, who, when, where, how
What is the need to be solved or the reason for the new
product?
• social
• physical — comfort, ergonomics and anthropometric
data
• mechanical, functional
• aesthetic
• economic.
Who is the audience for the solution and the graphical
products? (This may be client or end-user.)
• age, gender and economic status
• cultural and religious considerations.
Will the needs of other stakeholders require
consideration?
• emotional and sensory appeal
• fashion and trends.
What is the design area in which this solution will be
produced?
• industrial design
• built environment design
• graphic design
• corporate/business
• personal.
How do the requirements for safety, operation,
performance, reliability and quality affect the design ideas
and graphical representations produced?
Elements and
principles of
design
Elements of design refer
to the components
available for the designer
to communicate visually,
while principles of design
describe how the
elements could be used.
How do elements and principles of design influence
graphical solutions?
Elements of design most commonly used are:
• space
• line
• colour
• shape
• texture
• tone
• form.
The principles of design most commonly used are:
• balance — symmetry, asymmetry, radial, pattern
• contrast
• proximity
• harmony/unity
• alignment
• repetition/consistency
• hierarchy/proportion/scale.
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Design factors
Key ideas
Subject matter and guiding questions
Technologies
Tools, processes and
skills are selected
according to the graphical
representations required.
What are the tools, processes and skills required to
produce graphical products?
• software systems, including CADD programs
• drawing tools
• printers (2-D and 3-D)
• procedures and conventions.
Legal
responsibilities
Legal responsibilities
ensure that solutions to
design problems are
accountable and safe.
What are the legal responsibilities to be considered?
• intellectual property
• safety, standards and regulations.
Design
strategies
To facilitate innovation
when developing new or
improved solutions to
design problems,
consideration of design
strategies should be used
to develop, refine and
document solutions.
What design strategies might be used to help solve the
design problem?
• brainstorming activities
• design heuristics (e.g. SCAMPER — substitute,
combine, adapt, modify, propose, eliminate,
rearrange)
• graphic organisers.
How do design strategies influence graphical solutions?
Project
management
Planning and
implementing project
management skills are
used throughout a design
process.
What skills are required to undertake and manage
projects?
• resource management
• planning and reviewing milestones
• time monitoring.
Sustainability
To develop sustainable
solutions consideration
must be given to the
impacts of social,
economic and
environmental
sustainability in all stages
of the design process.
How does sustainability influence graphical solutions?
Social sustainability
• historical and cultural influences such as:
− changing social trends
− the changing nature of work
− technological change.
Economic sustainability
• responsible use of resources
• ensuring products are "built to last" and function
efficiently over a long time.
Environmental sustainability
• life cycle analysis
• eco-footprint
• recycling
• use of renewable energy and resources and systems
to ensure sustainability.
Materials
The visible characteristics
of materials influence the
presentation of graphical
representations.
How will the visual characteristics of materials be
communicated in the graphical products?
• aesthetic considerations
• visual representations of materials (paper, metal,
plastics, glass, ceramics, composites, biomaterials,
textiles, wood).
Graphics Senior Syllabus 2013
3.2.3 Graphical representations
Graphical representations are part of the core subject matter of this subject. Students must
experience a range of 2-D and 3-D sketches and drawings, including orthographic projections
and pictorials.
Table 2: Explanation of core graphical representation terms
Sketches are completed freehand, often
instantly capturing an idea for later use and
therefore lack presentation quality. High-quality
sketches may be used for final presentation
depending on the design area, function and
audience. Sketches are usually produced
manually but may be software assisted.
Drawings encompass a range of graphical
representations for particular design areas,
functions and audiences. Drawings are usually
produced using software systems but could be
produced manually depending on the design
area, function and audience.
Based on what is represented for what purpose, there are three types of sketches and drawings
that should be experienced by Graphics students. These are:
• Sketches and drawings not based solely on descriptive geometry (mathematical based
constructions). These include the images and illustrations commonly used in Graphic Design.
• An orthographic projection (3-D objects represented as 2-D images) is a method of projection
in which an object is depicted or a surface mapped using parallel lines to project its shape
onto a plane. Orthographic projections are usually arranged in a group with particular views,
chosen to best describe the object, laid out in a pattern so that each view may be projected
from other views in the system.
• A pictorial (3-D objects represented as 3-D images) is a view of an object (actual or
imagined) as it would be seen by an observer who looks at the object either in a chosen
direction or from a selected point of view.
Graphical representations document ideas and solutions to design problems as students
progress through design processes. Although students should know about these, they need only
develop graphical skills for those types of graphical representations required in the design
problems they undertake. Examples of common types of graphical representations that students
may encounter are:
• diagrams, including symbols, charts, graphs and maps
• single, multiple and section views and cut-away sections
• concept, working, perspective, presentation and final drawings
• axonometric projections; assembly, working assembly, detail, exploded or open and in line for
assembly, and exploded view drawings
• animations and simulations.
Appendix 1 provides further explanations for this range of common graphical representations.
Students will be taught the principles and procedures necessary to reproduce the type of
graphical representations required by the design problems they are undertaking. The design
area, purpose and audience will influence the conventions and the computerised or manual
procedures under which sketches and drawings are completed and presented. Students must
have opportunities to produce sketches and a range of drawings in each unit of work.
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3.2.4 Software systems
This course emphasises students’ use of software systems appropriate to the design areas in
which they are working. There are three groupings of relevant software systems. Graphics
software used for the production of 2-D imagery specifically for graphic design purposes, and 2-D
and 3-D CADD systems. In the course, students must at least have access to a CADD system to
produce graphical representations. Access to all three types of systems would benefit students in
their understanding of the possible range of graphical representations. Appendix 2 contains
further information.
3.3
Design areas
Graphical representations are produced as the result of learning experiences and assessment
opportunities, as students solve design problems that are situated in three design areas. Across
the course of study students must experience at least two of these design areas.
The three design areas are:
• industrial design
• built environment design (architecture, landscape architecture and interior design)
• graphic design.
3.3.1 Industrial design
Industrial design is the professional service of creating and developing concepts and
specifications that optimise the function, value and appearance of products and systems for the
mutual benefit of both user and manufacturer. Industrial design uses a combination of applied art
and applied science to improve the aesthetics, utility and usability of a product, which also may
improve the product's marketability and production.
3.3.2 Built environment design
Built environment design includes the areas of architecture, landscape architecture and interior
design. It refers to indoor and outdoor spaces that have been structurally changed by human action.
• Architecture involves the design of buildings and structures for human activity including
residential spaces ranging from individual homes to large housing complexes, major public
infrastructure such as hospitals and museums and commercial office spaces and
entertainment facilities.
• Landscape architecture involves the design of long lasting, meaningful and enjoyable outdoor
spaces including parks and other recreational spaces, botanic gardens, sporting complexes,
various educational, commercial, industrial and residential sites as well as landscapes
associated with major infrastructure systems such as roads and railways.
• Interior design is concerned with the relations between people and the environment to create
efficient, meaningful and appealing interior spaces in settings such as domestic residences,
commercial buildings such as offices, entertainment and retail spaces and industrial and
transportation interiors including vehicle and train interiors.
3.3.3 Graphic design
Graphic design involves the manipulation, combination and use of shape, colour, imagery,
typography and space to create visual solutions for reproduction by any means of visual
communication. Graphical products include identity (logos and branding), publications (magazines,
webpages, newspapers and books), advertisements, product packaging, maps and charts.
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3.4
Units of work
Units of work must be developed through design problems based in a design area. Units of work
are to be developed to provide opportunity to offer a range of design and graphical experiences
that increase in complexity, independence and level of challenge across the four-semester course
of study.
Increasing complexity refers to increasing the demands made on students as they progress
through the course. Students initially encounter learning experiences and assessment that may
provide design problems with few stipulated design factors, subsets of the design process and
specified graphical representations. They build upon their knowledge, understandings and skills
with design problems that are more open and require students to make more complex decisions
when designing and graphically representing solutions for particular audiences.
Increasing independence develops as students are required to accept responsibility for their own
learning across the course. Students begin with assisted and modelled learning and assessment
and then move to greater degrees of independence. Initially, students may be provided with
design problems that state the needs of the particular audience/s as the basis for their initial
design activities and graphical products. Later in the course of study students identify and
describe the design and graphical needs of the particular audience/s.
Increasing levels of challenge are in the breadth and depth of understanding of design factors,
the design process and graphical representations. Breadth refers to the range and extent of the
design factors and graphical representations across the course of study. Depth refers to the
increasing complexity of knowledge and understandings of graphical conventions, design factors
and the application of the design process and graphical procedures.
There should be four to eight units of work across a course of study.
Units of work provide opportunities for:
• teaching, learning and assessment of the dimensions and objectives
• student engagement in a design process
• application and analysis of the design factors and key ideas relevant to design problems in a
design area. Not all design factors and key ideas need be in a single unit, however learning
experiences about each design factor and key idea should be included in Year 11 and further
developed in Year 12
• the explicit teaching and development of graphical skills and the production of graphical products.
3.4.1 Design problems
In this syllabus units of work are developed through design problems that are as authentic and
real-world as possible. A design problem is situated in a particular design area. In each unit of
work more than one design problem may be explored in a design area.
Graphical products are produced as the outcome of a design problem. Design problems require
innovative and creative solutions and are the basis for each unit of work. A design problem may
be expressed as a problem, a human need or an opportunity that requires solving. Design
problems will be based on an identified need or opportunity for a particular audience.
In the early stages of the course teachers will develop and model the approaches and skills
required to solve design problems and create graphical products. As the course progresses the
design problem may be developed in consultation with students.
Design problems will range from those early in the course requiring few design decisions, to more
complex open problems later in the course. All design problems require students to make design
decisions and demonstrate these solutions through the generation of graphical representations.
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A design problem:
• is explored through a design process
• articulates the need or opportunity that requires a design solution, resulting in a graphical
product for a particular audience
• identifies a particular audience, purpose and design area for the design problem
• provides information for students to develop a design brief and design criteria
• requires students to use a range of sketches and drawings
• may have a number of possible solutions.
3.5
Advice, guidelines and resources
The following advice, guidelines and resources support the implementation of the syllabus.
Where indicated further information may be obtained from the Graphics subject page of the
QSA website <www.qsa.qld.edu.au/20321.html>.
3.5.1 Aboriginal and Torres Strait Islander perspectives
The Queensland Government has a vision that Aboriginal and Torres Strait Islander
Queenslanders have their cultures affirmed, heritage sustained and the same prospects for
health, prosperity and quality of life as other Queenslanders. The QSA is committed to helping
achieve this vision and encourages teachers to include Aboriginal and Torres Strait Islander
perspectives in the curriculum.
The Queensland Studies Authority (QSA) recognises Aboriginal and Torres Strait Islander
peoples, their traditions, histories and experiences from before European settlement and
colonisation through to the present time. To strengthen students’ appreciation and understanding
of the first peoples of the land, opportunities exist in the syllabus to encourage engagement with
Aboriginal and Torres Strait Islander:
• frameworks of knowledge and ways of learning
• contexts in which Aboriginal and Torres Strait Islander peoples live
• contributions to Australian society and cultures.
Subject-specific resources are available on the Graphics subject page. In addition, guidelines
about Aboriginal and Torres Strait Islander perspectives and resources for teaching are available
on the QSA website <www.qsa.qld.edu.au/577.html>.
3.5.2 Composite classes
This syllabus enables teachers to develop a course of study that caters for a variety of ways to
organise learning, such as combined Years 11 and 12 classes, combined campuses, or modes of
delivery involving periods of student-managed study. This resource provides guidelines about
composite classes.
3.5.3 Embedding educational equity in the course of study
Equity means fair treatment of all. In developing work programs from this syllabus, schools need
to provide opportunities for all students to demonstrate what they know and what they can do. All
students, therefore, should have equitable access to educational programs and human and
material resources.
In addition to the subject-specific resources available on the Graphics subject page, guidelines
about educational equity and resources for devising an inclusive work program are available on
the QSA website <www.qsa.qld.edu.au/10188.html>.
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3.5.4 Language education in Graphics
It is the responsibility of teachers to develop and monitor students’ abilities to use the forms of
language appropriate to their own subject areas. This involves providing opportunities for the
development of students’ abilities in:
• selection and sequencing of information required in various forms (such as reports, essays,
interviews and seminar presentations)
• use of technical terms and their definitions
• use of correct grammar, spelling, punctuation and layout.
3.5.5 Learning experiences and sample resources
This resource provides guidelines for learning experiences and sample resources, which may
include unit/s of work.
3.5.6 Mathematical concepts in Graphics
It is the responsibility of teachers to develop and monitor students’ abilities to use mathematical
concepts appropriate to their own subject areas. This involves providing opportunities for the
development of students’ abilities to:
• comprehend basic concepts and terms underpinning the areas of number, space, probability
and statistics, and measurement
• extract, convert or translate information given in numerical forms, or as diagrams, maps,
graphs or tables
• calculate and apply procedures
• use skills or apply concepts from one problem or one subject to another.
3.5.7 Reference materials
This resource provides links to reference materials, text and reference books, websites,
newspaper reports, periodicals, electronic media and learning technology, and organisations and
community resources for the subject.
3.5.8 Work program requirements
A work program is the school’s plan of how the course of study will be delivered and assessed,
based on the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students. Work program requirements are available on the Graphics
subject page of the QSA website <www.qsa.qld.edu.au/20321.html>. Instructions for online
submission of work programs are available from <www.qsa.qld.edu.au/wponline/login.qsa>.
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4 Assessment
Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it is the
purposeful, systematic and ongoing collection of information about student learning outlined in the
senior syllabuses.
In Queensland, assessment is standards based. The standards for each subject are described in
dimensions, which identify the valued features of the subject about which evidence of student
learning is collected and assessed. The standards describe the characteristics of student work.
The major purposes of assessment in senior Authority subjects are to:
• promote, assist and improve learning
• inform programs of teaching and learning
• advise students about their own progress to help them achieve as well as they are able
• give information to parents, carers and teachers about the progress and achievements of
individual students to help them achieve as well as they are able
• provide comparable levels of achievement in each Authority subject which may contribute
credit towards a Queensland Certificate of Education
• provide base data for tertiary entrance purposes
• provide information about how well groups of students are achieving for school authorities and
the State Minister responsible for Education.
4.1
Principles of exit assessment
All the principles of exit assessment must be used when planning an assessment program and
must be applied when making decisions about exit levels of achievement.
A standards-based assessment program for the four-semester course of study requires
application of the following interdependent principles:
• information is gathered through a process of continuous assessment, i.e. continuous
assessment
• balance of assessment is a balance over the course of study and not necessarily a balance
over a semester or between semesters, i.e. balance
• exit levels of achievement are devised from student achievement in all areas identified in the
syllabus as being mandatory, i.e. mandatory aspects of the syllabus
• assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program, i.e. significant aspects of the course
of study
• selective updating of a student’s achievement is undertaken over the course of study, i.e.
selective updating
• exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study, i.e. fullest and latest information.
4.1.1 Continuous assessment
Judgments about student achievement made at exit from a course of study must be based on an
assessment program of continuous assessment.
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Continuous assessment involves gathering information on student achievement using
assessment instruments administered at suitable intervals over the developmental four-semester
course of study.
In continuous assessment, all assessment instruments have a formative purpose — to improve
teaching and student learning and achievement.
When students exit the course of study, teachers make a summative judgment about their levels
of achievement in accordance with the standards matrix.
The process of continuous assessment provides the framework in which the other five principles
of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the
course of study, selective updating, and fullest and latest information.
4.1.2 Balance
Judgments about student achievement made at exit from a course of study must be based on a
balance of assessments over the course of study.
Balance of assessment is a balance over the course of study and not a balance within a semester
or between semesters.
Balance of assessment means judgments about students’ achievements of the dimensions and
objectives are made a number of times using a variety of assessment techniques and a range of
assessment conditions over the developmental four-semester course of study.
See also Section 4.6, Verification folio requirements.
4.1.3 Mandatory aspects of the syllabus
Judgments about student achievement made at exit from a course of study must be based on
mandatory aspects of the syllabus.
The mandatory aspects are:
• the dimensions Knowledge and understanding, Analysis and application and Synthesis and
evaluation
• a design process, design factors and graphical representations.
To ensure that the judgment of student achievement at exit from a four-semester course of study
is based on the mandatory aspects, the exit standards for the dimensions stated in the standards
matrix must be used (see Section 4.8.2, Awarding exit levels of achievement).
4.1.4 Significant aspects of the course of study
Judgments about student achievement made at exit from a course of study must be based on
significant aspects of the course of study.
Significant aspects are those areas described in the school’s work program that have been
selected from the choices permitted by the syllabus to meet local needs.
The significant aspects must be consistent with the objectives of the syllabus and complement
the developmental nature of learning in the course of study over four semesters.
4.1.5 Selective updating
Judgments about student achievement made at exit from a course of study must be selectively
updated throughout the course of study.
Selective updating is related to the developmental nature of the course of study and works in
conjunction with the principle of fullest and latest information.
As subject matter is treated at increasing levels of complexity, assessment information gathered
at earlier stages of the course of study may no longer be representative of student achievement.
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Therefore, the information should be selectively and continually updated (and not averaged) to
accurately represent student achievement.
Schools may apply the principle of selective updating to the whole subject-group or to individual
students.
Whole subject-group
A school develops an assessment program so that, in accordance with the developmental nature
of the course of study, later assessment information based on the same groups of objectives
replaces earlier assessment information.
Individual student
A school determines the assessment folio for verification or exit (post-verification). The student’s
assessment folio must be representative of the student’s achievements over the course of study.
The assessment folio does not have to be the same for all students; however, the folio must
conform to the syllabus requirements and the school’s approved work program.
Selective updating must not involve students reworking and resubmitting previously graded
responses to assessment instruments.
4.1.6 Fullest and latest information
Judgments about student achievement made at exit from a course of study must be based on the
fullest and latest information available.
• Fullest refers to information about student achievement gathered across the range of objectives.
• Latest refers to information about student achievement gathered from the most recent period
in which achievement of the objectives is assessed.
As the assessment program is developmental, fullest and latest information will most likely come
from Year 12 for those students who complete four semesters of the course of study.
The fullest and latest assessment information on mandatory and significant aspects of the course
of study is recorded on a student profile.
4.2
Planning an assessment program
To achieve the purposes of assessment listed at the beginning of this section, schools must
consider the following when planning a standards-based assessment program:
• dimensions and objectives (see Section 2)
• course organisation (see Section 3)
• principles of exit assessment (see Section 4.1)
• variety in assessment techniques and conditions over the four-semester course of study
(see Section 4.5)
• verification folio requirements, i.e. the range and mix of assessment instruments necessary to
reach valid judgments of students’ standards of achievement (see Section 4.6)
• post-verification assessment (see Section 4.6.1)
• exit standards (see Section 4.7).
In keeping with the principle of continuous assessment, students should have opportunities to
become familiar with the assessment techniques that will be used to make summative judgments.
Further information can be found on the Graphics subject page of the QSA website
<www.qsa.qld.edu.au/20321.html>.
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4.3
Special provisions
Guidance about the nature and appropriateness of special provisions for particular students are
described in QSA’s Policy on Special Provisions for School-based Assessments in Authority and
Authority-registered Subjects (2009), <www.qsa.qld.edu.au/2132.html>.
This statement provides guidance on responsibilities, principles and strategies that schools may
need to consider in their school settings. Reasonable adjustments to students with specific
educational needs must be planned and negotiated as early as possible so that students can be
provided with appropriate support in order to commence, participate and complete course of
study requirements. The special provisions might involve alternative teaching approaches,
assessment plans and learning experiences.
4.4
Authentication of student work
It is essential that judgments of student achievement be made on genuine student assessment
responses. Teachers should ensure that students’ work is their own, particularly where students
have access to electronic resources or when they are preparing collaborative tasks.
The QSA’s A–Z of Senior Moderation contains a strategy on authenticating student work
<www.qsa.qld.edu.au/10773.html>. This provides information about various methods teachers
can use to monitor that students’ work is their own. Particular methods outlined include:
• teachers seeing plans and drafts of student work
• student production and maintenance of evidence for the development of responses
• student acknowledgment of resources used.
Teachers must ensure students use consistent accepted conventions of in-text citation and
referencing, where appropriate.
Further advice on drafting of student assessment responses is available on the Graphics subject
page of the QSA website <www.qsa.qld.edu.au/20321.html>.
4.5
Assessment techniques
The assessment techniques relevant to this syllabus are identified in the diagram below, and
described in detail in Sections 4.5.2 and 4.5.3.
Figure 2: Graphics assessment techniques
Graphics
assessment techniques
Design folios
Examinations
Schools design assessment instruments from the assessment techniques relevant to this
syllabus. For each assessment instrument, schools develop an instrument-specific standards
matrix by selecting the syllabus standards descriptors for the dimension/s to be assessed. The
matrix is used as a tool for making judgments about the quality of students’ responses to the
instrument and is informed by the syllabus standards descriptors. Assessment is designed to
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allow students to demonstrate the range of standards (see Section 4.8.2, Awarding exit levels of
achievement). Teachers give students an instrument-specific standards matrix for each
assessment instrument.
Where students undertake assessment in a group or team, instruments must be designed so that
teachers can validly assess the work of individual students and not apply a judgment of the group
product and processes to all individuals.
The assessment instruments students respond to in a Year 11 assessment program should
support those included in Year 12.
The conditions of assessment are identified and described below.
4.5.1 Conditions of assessment
Over a four-semester course of study, students are required to complete assessment under a
range of conditions (see Section 4.1.2, Balance).
Conditions may vary according to assessment. Conditions should be stated clearly on
assessment instruments and may include:
• whether supervised or unsupervised
• indicating individual, group or team
• stating time allowed (with perusal time as needed)
• stating length required
• using seen or unseen questions
• using sources or technologies.
Where support materials or technologies (e.g. notes, calculators or computers) are used under
supervised conditions, schools must ensure that the purpose of supervised conditions (i.e. to
authenticate student work) is maintained.
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4.5.2 Design folios
Assessment technique: Design folio
Purpose
This technique assesses the development and creating of graphical representations and will be the
outcome of applying a range of cognitive skills as well as technical, physical, creative and/or expressive
skills. The focus of this assessment is the production of a design folio. These assessments involve the
creative input of students and the application of identified design and graphical skill/s.
Dimensions to be assessed
The dimensions to be assessed should be clearly stated on assessment instruments. The assessment
technique is best used to determine student achievement in objectives from the dimensions:
• Knowledge and understanding
• Analysis and application
• Synthesis and evaluation.
Design folio
The design folio involves students undertaking and graphically documenting a design process in response
to a design problem for a particular audience. The development of a design folio will include:
• an extended response developed as a result of exploring the design problem, including a design brief
that outlines what will be undertaken during the design process, explaining how the solution to the
design problem will be solved, establishing the design criteria upon which the solution and graphical
products will be judged
• an annotated range of 2-D and 3-D graphical representations responsive to the design problem and
suitable to the design area. These will include sketches and drawings with annotations to explain
design decisions and final drawings that communicate the design solution to the particular audience
• an appraisal of the design solution and graphical products, explaining their success against the criteria
established in the design brief with recommendations for improvement.
Assessment conditions
Year 11
•
•
•
•
•
300-to-600-word extended response developed
as a result of exploring the design problem,
including a design brief that demonstrates
understanding of the design problem and
criteria, design area, relevant design factors and
graphical representation for the particular
audience
annotated preliminary sketches and drawings
demonstrating development of design ideas
graphical representations that present the
solution to the design problem
the presentation of a graphical product for the
particular audience (set of final drawings and/or
an animation or simulation)
design appraisal max 300 words
Year 12
•
•
•
•
•
400-to-800-word extended response developed
as a result of exploring the design problem,
including a design brief that demonstrates
understanding of the design problem and
criteria, design area, relevant design factors and
graphical representation for the particular
audience
annotated preliminary sketches and drawings
demonstrating development of design ideas
graphical representations that present the
solution to the design problem
the presentation of a graphical product for the
particular audience (set of final drawings and/or
an animation or simulation)
design appraisal max 400 words
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Assessment technique: Design folio
Further guidance
•
•
•
•
•
•
The skills required for the production of graphical representations required by the design problem need
to be considered and modelled before students engage in the assessment.
The design folio must be based on a design problem that has a number of possible solutions.
Solutions must be expressed as a series of sketches and drawings.
Sketches and drawings should be annotated to demonstrate design decisions.
The design brief must include:
− an explanation of the design problem and the identified needs of the particular audience
− the design criteria upon which graphical products will be judged.
The appraisal may:
- include annotations on final drawings
− be a brief written statement included in the folio
− use sketches to support recommendations.
4.5.3 Examination
Assessment technique: Examination
Purpose
This technique assesses the application of a range of cognition (knowledge, understanding, application,
analysis, evaluation) to responses completed under supervised conditions.
Dimensions to be assessed
The dimensions to be assessed should be clearly stated on assessment instruments. This assessment
technique is best used to determine student achievement in objectives from the dimensions:
• Knowledge and understanding
• Analysis and application
• Synthesis and evaluation.
Types of examination
Short response test
•
•
•
•
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Short response tests typically consist of a number of items, which involve students responding to
graphical problems.
Short response tests occur under supervised conditions as students produce work individually and in a
set time to ensure authenticity.
Items will be in response to unseen stimulus materials, questions, scenarios or design problems. These
should not be copied from information or texts that students have previously been exposed to or have
directly used in class.
Each item should require one or more of the following:
− the annotation of a drawing
− the generation of at least one sketch or drawing
− a short written response
− interpretation, analysis or evaluation of graphs, tables, diagrams, sketches or drawings.
Graphics Senior Syllabus 2013
Assessment technique: Examination
Extended response test
•
•
•
Extended response tests require students to demonstrate sustained analysis, synthesis and evaluation
and typically consist of one item which involves students:
- responding to a design problem for a target audience
- communicating ideas using a range of graphical representations
- producing a graphical product
- evaluating graphical representations.
Extended response tests occur under supervised conditions where students produce work individually in
a set time to ensure authenticity.
Students respond to unseen stimulus, design brief or problem.
Assessment conditions
Year 11
Year 12
Recommended duration:
1–1.5 hours
Recommended duration:
Short response test:
3–5 items
Short response test:
No more than one written
item of 50–250 words
3–5 items
No more than one written
item of 50–250 words
Extended response test:
A single item that
requires:
• developmental
sketches
• 1 to 3 final drawings
• annotations.
A single item that
requires:
• developmental
sketches
• 1 to 4 final drawings
• annotations.
Extended response test:
1.5–2 hours
Further guidance
•
•
•
•
•
•
•
•
Format the assessment to allow for ease of reading and responding.
Consider the language needs of the students and avoid ambiguity.
Ensure the questions allow the full range of standards to be demonstrated.
Consider the instrument conditions in relation to the requirements of the question/stimulus.
Outline any permitted material in the instrument conditions.
Determine appropriate use of stimulus materials and student notes. Ensure stimulus materials are
succinct enough to allow students to engage with them in the time provided; if they are lengthy, consider
giving students access to them before the assessment.
Provide students with learning experiences that support the types of items, including opportunities to
respond to unseen tasks using appropriate graphical representations and visual communication
strategies.
Indicate on the assessment the dimensions and objectives that will be assessed and explain the
instrument-specific standards.
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4.6
Verification folio requirements
A verification folio is a collection of a student’s responses to assessment instruments on which
the interim level of achievement is based. For students who are to exit after four semesters, each
folio should contain the range of assessments for making summative judgments as stated below.
Students’ verification folios for Graphics are to contain a minimum of three and a maximum of
four assessment instruments and the relevant student responses. Each folio must include:
• evidence of student work from Year 12 only
• at least two design folios from two design areas
• an examination (extended response test that assesses all dimensions)
• evidence across assessments of 2-D and 3-D sketching and drawing
• evidence of software systems used in the development of graphical products, including CADD
software
• a student profile completed to date.
For information about preparing monitoring and verification submissions, schools should refer to
QSA’s Moderation handbook for Authority subjects, <www.qsa.qld.edu.au/10773.html>.
4.6.1 Post-verification assessment
In addition to the contents of the verification folio, there must be at least one subsequent
summative assessment in the exit folio completed after verification. For this syllabus, students are
to complete either:
• an examination (extended response test that assesses all dimensions)
or
• a design folio that assesses all dimensions.
4.7
Exit standards
Exit standards are used to make judgments about students’ levels of achievement at exit from a
course of study. The standards are described in the same dimensions as the objectives of the
syllabus. The standards describe how well students have achieved the objectives and are stated
in the standards matrix.
The following dimensions must be used:
Dimension 1: Knowledge and understanding
Dimension 2: Analysis and application
Dimension 3: Synthesis and evaluation.
Each dimension must be assessed in each semester, and each dimension is to make an equal
contribution to the determination of exit levels of achievement.
Each dimension must be assessed in each year of the course, and each dimension is to make an
equal contribution to the determination of exit levels of achievement.
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4.8
Determining exit levels of achievement
When students exit the course of study, the school is required to award each student an exit level
of achievement from one of the five levels:
• Very High Achievement (VHA)
• High Achievement (HA)
• Sound Achievement (SA)
• Limited Achievement (LA)
• Very Limited Achievement (VLA).
All the principles of exit assessment must be applied when making decisions about exit levels of
achievement.
Exit levels of achievement are summative judgments made when students exit the course of
study. For most students this will be after four semesters. For these students, judgments are
based on exit folios providing evidence of achievement in relation to all objectives of the syllabus
and standards.
For students who exit before completing four semesters, judgments are made based on the
evidence of achievement to that stage of the course of study and the principles of exit
assessment.
4.8.1 Determining a standard
The standard awarded is an on-balance judgment about how the qualities of the student’s
responses match the standards descriptors in each dimension. This means that it is not
necessary for the student responses to have been matched to every descriptor for a particular
standard in each dimension.
4.8.2 Awarding exit levels of achievement
When standards have been determined in each of the dimensions for this subject, Table 3 below
is used to award exit levels of achievement, where A represents the highest standard and E the
lowest. The table indicates the minimum combination of standards across the dimensions for
each level.
Table 3: Awarding exit levels of achievement
VHA
Standard A in any two dimensions and no less than a B in the remaining dimension
HA
Standard B in any two dimensions and no less than a C in the remaining dimension
SA
Standard C in any two dimensions and no less than a D in the remaining dimension
LA
At least Standard D in any two dimensions and an E in the remaining dimension
VLA
Standard E in the three dimensions
Further information is available in the QSA’s Moderation handbook for Authority subjects,
<www.qsa.qld.edu.au/10773.html>.
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4.8.3 Standards matrix
Analysis and application
Knowledge and understanding
Standard A
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The student work has the
following characteristics:
Standard B
The student work has the
following characteristics:
Standard C
Standard D
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
•
•
unclear explanation of
aspects of design problems
using design factors
•
statements about design
problems
identification and unclear
description of aspects of
design criteria
•
identification of some design
criteria
•
succinct and insightful
•
explanation of design
problems using the essential
aspects of relevant design
factors
•
identification and
comprehensive description
of relevant design criteria
•
identification and description •
of relevant design criteria
identification and description •
of design criteria
•
thorough comprehension of
a range of graphical
procedures, principles, and
conventions.
•
effective comprehension of
•
graphical principles,
procedures and conventions.
comprehension of graphical
principles, procedures and
conventions.
effective explanation of
design problems using
relevant design factors
Standard E
explanation of design
problems using design
factors
•
comprehension of aspects of •
graphical principles,
procedures and conventions.
recollection of some
graphical principles,
procedures or conventions.
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
•
discerning application of
relevant design factors to
develop a range of feasible
ideas
•
effective application of
relevant design factors to
develop a range of ideas
•
application of design factors
to develop ideas
•
application of aspects of
design factors to develop
simplistic ideas
•
•
thorough analysis and
insightful interpretation of
graphical and design
information
•
effective analysis and
interpretation of graphical
and design information
•
analysis and interpretation
of graphical and design
information
•
explanation of graphical and •
design information
•
sophisticated use of a range •
of graphical skills to produce
graphical products
responsive to the needs of
particular audiences.
proficient use of a range of
graphical skills to produce
graphical products effective
for particular audiences.
•
use of graphical skills to
produce graphical products
for particular audiences.
•
use of basic graphical skills
to produce graphical
products.
Graphics Senior Syllabus 2013
•
minimal application of
aspects of design factors to
identify ideas
reference to graphical or
design information
use of limited graphical skills
to produce simplistic
graphical responses.
Queensland Studies Authority
Synthesis and evaluation
Standard A
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Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
•
thorough synthesis of ideas
to develop insightful
solutions
•
effective synthesis of ideas
to develop effective
solutions
•
synthesis of ideas to
develop solutions
•
selection of ideas to develop •
partial solutions
•
insightful evaluation of
design and graphical
representations
•
effective evaluation of
design and graphical
representations
•
evaluation of design and
graphical representations
•
comparison of design and
graphical representations
•
statements about graphical
representations
•
discerning
recommendations and valid
justification of decisions.
•
considered
recommendations and
plausible justification of
decisions.
•
recommendations proposed
and justification of
decisions.
•
some recommendations
justified by opinion.
•
some superficial
recommendations.
Graphics Senior Syllabus 2013
The student work has the
following characteristics:
selection of ideas
Queensland Studies Authority
5 Glossary
Term
Explanation
accurate
precise, to the point; consistent with a standard
analysis
the dissection of data and information to ascertain and examine
constituent parts and/or their relationships
application
putting something to use
aspects
a facet, phase or part of a whole, therefore incomplete
Australian Standards
(The Australian
Standards for technical
drawing)
The Australian Standards are guidelines for technical drawings in
particular design areas. Some examples are provided below:
• AS 1100.101–1992 defines the general principles for technical
drawing and shows tables of symbols and abbreviations and their
meanings.
• AS 1100.201–1992 is for mechanical engineering drawing and
includes information for surface texture, welding, centre holes,
pipelines, springs, gears, splines, seals and knurling.
• AS 1100.301–2008 provides architects, builders, drafting officers and
others in the building industry with a common method for the
representation of buildings and their components to enable the
preparation and unambiguous interpretation of architectural drawings.
This Standard indicates methods of presenting drawings of
architectural work, before, during and after the construction period.
The Standard includes information on abbreviations (additional to
those in AS 1100.101), the layout of drawing sheets, line conventions
and conventions for the cross-referencing of drawings, coordinates
and grids.
• AS/NZS 1100.501: 2002 is for structural engineering drawing. It looks
at general applications like dimensioning, lines, symbols,
abbreviations, structural elements, scales, cross referencing and
arrangement of elements as well as specific applications for structural
steel.
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basic
underdeveloped, simple and straightforward
client
The person, group or community for which drawings are made. The client
may have specific requirements for the types of drawings produced. The
client is often the intermediary between the person who produces the
drawings and the end-user, manufacturer or builder.
comprehend
Demonstrating that the meaning of something is understood. In Graphics,
comprehension is understood by the way students accommodate the
conventions required for the creation of their graphical representations.
considered
thoughtful, to take into account the pros and cons or possibilities of a
situation
descriptive geometry
Descriptive geometry is the branch of geometry which allows the
representation of three-dimensional objects in two dimensions, by using a
specific set of procedures.
Graphics Senior Syllabus 2013
Term
Explanation
design brief
A design brief is developed as a result of exploring the design problem
and outlines the design problem using relevant design factors and
includes the identified needs of the user or target audience in a selected
design area. A design brief will indicate the ways forward to solving the
design problem, include the particular audience for the graphical
products, and indicate the required graphical representations.
design criteria
Arising from the design factors, these criteria are used to judge the final
design solutions and graphical products. For example:
• Do the final drawings meet the target audience’s needs?
• How effectively does the design solution meet the particular
audience’s requirements?
• Have the graphical representations communicated the critical
attributes of the solution?
• How well have the required conventions been followed?
design strategies
Design strategies concern the conceptual ways in which solutions to
design problems are developed and include the thinking skills that
facilitate innovation and creativity. Often these developments will be
expressed as annotations or explications on graphical representations.
detailed
meticulous, including many of the parts
discerning
making thoughtful and astute choices
effective
causing a result, especially the desired or intended result
effectively
meeting the assigned purpose; in a way that produces a desired result
elements and principles
of design
Elements and principles of design are the visual tools of design used in
every design field. Elements form the basic components of visual design.
They are the materials upon which the principles of design act.
end-user
the person, group or community that uses the product
essential
necessary, of the most or highest importance for achieving something
evaluation
assigning merit according to criteria
feasible
capable of being achieved or put into effect, reasonable enough to be
believed or accepted
graphical conventions
The conventions, rules, standards or requirements that are applied in the
production of graphical representations. Conventions are applicable to
particular design areas and will change according to circumstance and
audience. Conventions include the Australian Standards.
graphical principles
the underlying mathematical frameworks based on descriptive geometry
that underpin the construction and generation of 2-D and 3-D technical
drawings
graphical procedures
manual (sketching) and computerised techniques and processes used to
generate technical orthogonal and pictorial graphical representations
graphical products
the range of graphical representations that demonstrate both the
development of ideas and design solutions
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Term
Explanation
graphical skills
Graphical skills include:
• sketching and drawing skills
• technology skills
• knowledge of procedures and conventions.
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improbable
not likely to happen, or be effective
insightful
perceptive, demonstrating high levels of understanding; sometimes
innovative and creative
iterative
recursive; revisiting earlier parts of a process to further clarify meaning or
refine ideas and solutions
justification
Providing sound reasons or evidence to support a decision. Soundness
requires that the reasoning is logical and, where appropriate, that the
premises are likely to be true.
legal responsibilities
Legal responsibilities refers to those considerations that students must
make and follow in the production of their graphical representations to
ensure that laws or requirements governing intellectual property, safety
and standards and regulations are met.
plausible
believable and appearing likely to be achievable
proficient
demonstrating a high degree of skill
project management
Project management refers to planning, organising and managing
resources to achieve graphical solutions.
relevant
applicable and pertinent; has direct bearing on
simple
easy to understand and deal with; may concern a single or basic aspect,
few steps, limited or no relationships
simplistic
tending to oversimplify, especially by avoiding or ignoring complexities
sophisticated
complex and advanced
succinct
expressed with brevity and clarity, with no wasted words
suitable
of the right type or quality for a particular purpose or occasion
superficial
apparent and sometimes trivial; lacking in depth
sustainability
Sustainability involves the connection and interaction between social,
ethical, economic and environmental systems to ensure sustainable
outcomes.
synthesis
assembling constituent parts into a coherent, unique and/or complex
entity
technologies
Technologies refer to the range of tools, processes and skills needed to
realise graphical solutions.
thorough
demonstrating depth and breadth, inclusive of relevant detail
unclear
not obvious, definite, or easy to understand
uneven
varying and inconsistent
Graphics Senior Syllabus 2013
Term
Explanation
user-centred design
User-centred design optimises the product around how a person can or
needs to use a product. In user-centred design purpose, function and
design area are the basis on which students formulate and define the
types of graphical representations required to solve a design problem.
They are interconnected and require consideration together.
• Purpose — Students examine the reason for which the drawings will
be produced for the design problem. They ask what is the intended
goal or outcome for these drawings.
• Function — Students examine how the subject of the design problem
is designed or suited to its audience and critically evaluate its
suitability. Students examine how drawings will be used and how they
may be manipulated to suit the needs of the client or target audience.
• Design area — Students examine the environment in which these
drawings will be produced and ask if there are specific requirements
or conventions for that area.
valid
plausible and logical, reasonable and justifiable
well-reasoned
logical and sound, considered
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6 Appendixes
6.1
Appendix 1: Range of common graphical representations
The following examples illustrate a range of common graphical representations that students may
encounter. The examples are neither definitive nor exhaustive. Types of graphical
representations have been grouped, where possible.
• A diagram is a symbolic representation of information according to some visualisation
technique. It is often two-dimensional and geometric. Symbols, charts, graphs and maps are
forms of diagrams.
• Survey drawings show the precise measurements, geographical features, structures,
boundaries etc. on a particular property, while site plans document how a parcel of land is to
be improved, including the outlines of all structures and site improvements.
• Single, multiple and section views and cut-away sections are technical drawings that
provide a particular view or views. These drawings are mostly associated with production of
objects, often in manufacturing and engineering industries.
• Concept drawings are illustrations that convey a visual representation of a design, idea,
and/or mood, before it is put into the final product. Concept drawings assist in the visual
development of an idea or design. Concept drawings are used across all design areas and
may be sketches, 2-D or 3-D technical drawings.
• A working drawing is a type of technical drawing, often used as part of the documentation
needed to build an engineering product or architecture. For example, in architecture, these
could include civil drawings, architectural drawings, structural drawings, mechanical drawings,
electrical drawings, and plumbing drawings. In engineering, these drawings show all
necessary data to manufacture a given object, such as dimensions and angles, surface
finishes, tolerances, revisions and material selections.
• Development drawings are 2-D drawings that depict the shape of a 3-D object and often
contain detail about folding, transition from different shapes. They may also include net and
pattern information.
• Perspective drawings represent an image as seen by the eye. It is used to give a threedimensional appearance. There are two common characteristics in perspective drawings.
Firstly, objects appear to get smaller and closer together the further away they are, and
secondly, an object’s dimension along the line of sight is relatively shorter than dimensions
across the line of sight. There are a number of types of perspective drawings including one
point, two point and three point perspective.
• Presentation drawings are drawings intended to explain a scheme and to promote its merits
and may include working drawings that use tones or hatches to emphasise different materials.
Rendering is the art of adding surface textures, shadows and/or reflections to show the visual
qualities of a building more realistically. Other specialists may be involved in the preparation of
specialist presentation images.
• Final drawings are finessed images used to provide the solution to a graphical design
problem. These will range from completed technical drawings that stipulate all details for
production, to logos and product packages used to sell products, to working animations. The
type of final drawing applicable to demonstrating the solution to the design problem will
depend on the requirements of the client.
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6.1.1 Assembly, exploded view and detail drawings
• Axonometric projections are types of orthographic projections used to create a pictorial
drawing where the object is rotated along one or more of its axes relative to the plane of
projection. There are three main types: isometric, diametric and trimetric.
• Assembly drawings are 2-D in nature and can be divided into two different categories —
General Assembly and Working Assembly.
A General Assembly is where the main purpose is to identify individual components and show
their assembled relationships. These drawings contain parts lists, part reference balloons and
the overall dimensions (may show the working range) of the complete assembly. Assembly
views do not show hidden detail lines — instead they employ sectional views to show how
internal parts combine to form the assembly.
Working Assembly drawings are used for very simple assemblies. They are used to show the
relationship of the assembly and should include enough dimensional detail of the individual
components to enable their manufacture.
• Detail drawings show a part of the drawing at a larger scale, for example components or
component parts, surface details and decorative elements.
• Exploded or Open and In Line for Assembly Drawings are 3-D in nature and show the
relationship between parts of an assembly with the individual components separated in order
of their assembly. Components are separated as if an explosion has occurred inside the object
causing the objects to separate along their axis of assembly. In simple assemblies all
components are exploded the same distance from each other. However, steps should be
taken to ensure clarity of the individual components in complex assemblies where explosion
distances may need to be fine-tuned. These drawings may also contain parts reference
balloons and parts lists but they are generally not necessary. The level of detail and
annotations shown depends on the design area for which it is being produced.
• An exploded view drawing is a diagram, picture or technical drawing of an object that shows
the relationship or order of assembly of various parts. It shows the components of an object
slightly separated by distance, or suspended in surrounding space in the case of a threedimensional exploded diagram. An object is represented as if there had been a small
controlled explosion emanating from the middle of the object, causing parts to be separated an
equal distance away from their original locations. The exploded view drawing is used in parts
catalogues, assembly and maintenance manuals and other instructional material.
6.1.2 Animations and simulations
• An animation is a series of images that when combined suggest movement. These
animations are of varying sophistication and may use 2-D or 3-D imaging. In graphical
representations these may be images of an object moving, moving around an object, moving
through a space, parts moving, or moving from external to internal views or vice versa.
• A simulation is the imitation of the operation of a process or system over time. The act of
simulating something first requires that a model be developed; this model represents the key
characteristics or behaviours of the selected physical or abstract system or process. The
model represents the system itself, whereas the simulation represents the operation of the
system over time.
A simulation is usually a computer-based model of a system created for the purpose of
studying certain system dynamics and characteristics. Often the purpose is to enable
designers to draw conclusions by analysing the model with the goal of achieving a deeper
understanding of the relationships between the elements of the system. A simulation may also
be used to demonstrate the working relationships of the model or system to other audiences,
including end-users.
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6.2
Appendix 2: Software systems
This course emphasises students’ use of software systems appropriate to the design areas in
which they are working. In the course students must have access to CADD systems to produce
graphical representations. There are two groupings of CADD systems — 2-D and 3-D. Access to
both types of systems would benefit students in understanding the possible range of graphical
representations.
Computer assisted design and drafting (CADD) systems
2-D CADD systems replace the paper drawing
discipline. The lines, circles, arcs and curves are
created within the software. It is down to the
technical drawing skill of the user to produce the
drawing. Its greatest strength over direct to paper
technical drawing is in the making of revisions,
saving considerable time. 2-D CADD systems can
be used to create plans for large projects but
provide no way to check how various components
fit together.
3-D CADD systems first produce the geometry of
the part. The technical drawing comes from userdefined views of the part. Any orthographic,
projected and section views are created by the
software. 3-D CADD allows individual parts to be
assembled together to represent the final product.
Using 3-D CADD systems the final product can be
modelled, assembled and checked in 3-D before
technical drawings are released for other purposes
such as manufacturing.
Graphics software — Graphics software packages are used for the production of 2-D imagery specifically
for graphic design purposes. Some packages are vector graphics — based and used to produce images
that do not lose clarity during magnification or reduction (lossless format) for the construction of logos,
stationery etc. Other packages are raster graphics — based and used in the manipulation of photographs
and other images with graduated colourings and tones. These images, due to the fact that they rely on the
differentiation of pixel colour, can lose clarity during magnification or reduction (lossy format).
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Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
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www.qsa.qld.edu.au